1. Phase 2/3 Phonics Workshop
Friday 25th November

2. Aims of this morning..
To outline the different stages in phonic development.
To develop your understanding of phonics.
To share how phonics is taught in school.
To develop your confidence so that you can support your child.
To show examples of activities and resources you can do at home.
To give you an opportunity to ask any questions about phonics.

3. Everything starts with reading……
Being able to read is the most important skill children will learn during their early schooling and has far-reaching implications for lifelong confidence and well-being.
(Letters and Sounds Principles of Practise of High Quality Phonics)

4. Phonics is the link between letters and the sounds they make.
What is phonics?
Phonics is the link between letters and the sounds they make.
Although there are 26 letters in our alphabet the English language has 42 phonemes (speech sounds).
A phoneme is the smallest unit of sound that makes a difference to a word.

7. Phase 2 Daily Phonics
We use a highly structured programme working through progressive phases. Children are taught:
The full range of common letter/sound correspondences - 23 sounds
Learn to hear separate sounds within words (segment to write).
Learn to blend sounds together (blend to read).
Read tricky words
Phoneme frames, sound buttons, full circle, countdown, flashcards, buried treasure

8. Phase 2 – 6 weeks
Set 1: s a t p Set 2: i n m d Set 3: g o c k Set 4: ck (as in duck) e u r Set 5: h b l f ff (as in huff) ll (as in hill) ss (as in hiss)
Each set is taught in a week. 4 days are spent introducing new sounds, reviewing previous sounds and using these to blend and segment words for reading.

9. Phase 3 Daily Phonics Children:
Are taught 25 more graphemes which includes the rest of the alphabet sounds.
Continue to practise segmenting
Continue to practise blending
read further tricky words
spell phase 2 tricky words
Phoneme frames, sound buttons, full circle, countdown, flashcards, buried treasure

10. Phase 3 – 12 weeks
Set 6: j v w x Set 7: y z zz qu Set 8: ch sh th ng Set 9: ee oo oa ai Set 10: ar or ur oi Set 11: ow igh air ear ure er
Each set is taught in a week. 4 days are spent introducing new sounds, reviewing previous sounds and using these to blend and segment words for reading.

12. First steps are important
Learning to recognise the sound that the letter makes is the first step. Each sound is supported by a story and action. Jolly Phonics songs In Nursery, children are taught to listen for initial sounds in words. This continues in Reception. We play games so they can match pictures to their initial sounds and use these letters when writing words.
One of our support materials we use in school is called Jolly Phonics. Watch the video clip. Give out action sheets as this is playing. Have they heard any of their children practising the actions? Go through the actions saying the sounds.

14. Blending to read
Children are taught to produce the sounds as shortly as possible, e.g no ‘uh’ on the end of sounds. (‘schwa’)
After the second sound of set 1 we begin to introduce blending of sounds beginning with 2 letter and then 3 letter words.

15. /b/ /e/ /d/ = bed /ch/ /i/ /n/ = chin /m/ /u/ /g/ = mug
Blending to read
/b/ /e/ /d/ = bed /ch/ /i/ /n/ = chin /m/ /u/ /g/ = mug
At this stage much of this is CVC words. Consonant/Vowel/consonant although we do blend other words to help them later e.g. Can you touch your h/e/d ?

16. pan = /p/ /a/ /n/ bag= /b/ /a/ /g/ rain= /r/ /ai/ /n/
Segmenting
pan = /p/ /a/ /n/ bag= /b/ /a/ /g/ rain= /r/ /ai/ /n/

17. Blend to read….dog

18. Segment to write…

19. Blend to read…. a pig’s tail

20. Segment to write…..
Egg in the pan

21. Segmenting to write
We teach children to write each letter, forming it accurately.
Most letters are started from the top.
Pencil grip is also very important.

22. Tricky Words to the no go I into he she we me be was my you
There are many words that cannot be blended or segmented
because they are irregular.
Phase 2
to the no go I into
Phase 3
he she we me
be was my you
her they all are
We teach these using flashcards, practising each day. You could have these around your home that the children say when they see them.

23. Activities/Resources in School
We use:
Flashcards, picture cards, cvc words, letter fans
Matching pictures and sounds (initial sounds and full cvc words)
Online games e.g. Phonics Play, ICT Games
Magnetic letters
Alphabet games and songs

24. Why should I help at home?
National expectation that at least 80% of children should leave Reception:
Having achieved Phase 3
Reading and writing independently
Confident readers and writers.

25. Activity
Thinking about your child, and the phase that they are currently working on, create a resource that you can use with them at home this weekend.
Duncan

26. How you can help at home? Read, Read, Read! Listen, Listen, Listen!
Encourage children to speak in full sentences.
Flashcards – show children sound cards, key words, build words, find sounds
Play I spy, Scrabble
Encourage children to write for a purpose – write a postcard, a letter to grandparents, shopping lists, present lists before their birthdays, reminders. Boys…
Make sentences with word cards

27. How can you help at home? Magnetic letters
Find the letter that pasta, sausage, eggs begins with? ppp-pasta to emphasise. Doesn’t have to be a short word to get them tuned in to initial sounds.
Can you find the letter that makes this sound?
Make a word for them to blend to read(2 or 3 letters).
Say a word for them to sound out and make –segment.
Ask them to say the sounds as you point to them.

28. How can you help at home? Oral blending: the robot game
Children need to practise hearing a series of spoken sounds and merging them together to make a word. For example, you say ‘b-u-s’, and your child says ‘bus’. Put it in a sentence.
“What’s in the box?” is a great game for practising this skill.
What’s in the box? – have objects/picture cards in. sound them out as you are taking it out. Allow child to blend. Show them the item. Where they correct?

30. How can you help at home?
Challenge the children to find objects that begin with a certain sound.
Shopping - Look for a certain letter in the shop, on packaging, labels, signs. Can you find the letter that makes this sound?
Can you find me the m-i-l-k? b-r-ea-d? p-ea-s. Prepare! Not good for all food words!

31. How can you help at home? Practise letter formation.
Practise writing own first names and then surnames.
Play online games together (ICT Games/ Phonics Play/TES/Topmarks/letters and sounds/ Tesco living)
Give writing a purpose – write notes for lunchboxes, create messages on the fridge, get them to write the shopping list e.t.c.
Duncan

32. How can you help at home? writing doesn’t have to be with a pencil…
Duncan

33. Activity
Use the paper to record the activities that you will try at home.
Duncan

34. Useful websites:
Letters and Sounds document – Search Letters and Sounds. Look for (PDF)
Pronunciation - Jolly Phonics Letter Sounds (British English)- Youtube
(introduction to phases, printable resources and interactive games)
Jolly phonics Phase 2 songs –Youtube
Resources – Sparklebox, Twinkl, Letters and Sounds website

35. Activities: Activities Letter fans Picture cards – cvc words
Letter cards for word building and letter recognition
Resource pack
List of sounds and actions using Jolly Phonics
List of useful websites
How you can help at home sheets from today’s presentation.
Phase 2 and 3 sound mat
Dice outline

36. MANY THANKS TO YOU ALL! Any questions? Workshop evaluation
This Powerpoint will be on the website